Travel to a partner with a picture
When to use this goal
For students who exchange a single picture reliably when the partner is close and now need to go get the picture and find a partner who is farther away or not looking. Persistence across distance makes the exchange usable through the day. Present levels and exchange data, not grade, decide fit.
- Baseline
- Set up 10 opportunities with the book and partner at increasing distance and record where the exchange breaks down: going to the book, removing the picture, traveling, or getting attention. Record the prompt level for each step. Confirm the items are still preferred before each session.
- Tips
- Each set-up is one opportunity; score independent when the student completes the full chain with no physical prompt or spoken cue. Increase distance and partner availability gradually and move the book to its everyday spot so it is always reachable. Many different partners should take part so the student learns that anyone can receive a message. Give the item right after every exchange.
- Limits
- The book must be available at all times for this skill to grow; when it is not, data reflect access rather than skill. Traveling with one picture does not show choosing between pictures or building messages. The template does not prescribe a program, and a robust AAC system may be a better long-term fit for some students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-071.
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Goal
By the annual IEP review date, given a preferred item in view, the communication book on a table, and the partner across the room during snack or play, the student will go to the communication book, take the picture of the wanted item, travel to the partner, and place the picture in the partner's hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Baseline: 2 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about AAC & Augmentative Communication.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal479 characters
- By the annual IEP review date, given a preferred item in view, the communication book on a table, and the partner across the room during snack or play, the student will go to the communication book, take the picture of the wanted item, travel to the partner, and place the picture in the partner's hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
- Timeframe
- By the annual IEP review date
- Condition
- Given a preferred item in view, the communication book on a table, and the partner across the room during snack or play
- Behavior
- The student will go to the communication book, take the picture of the wanted item, travel to the partner, and place the picture in the partner's hand independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack or play
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during snack or play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a preferred item in view, the communication book on a table, and the partner across the room during snack or play, the student will go to the communication book, take the picture of the wanted item, travel to the partner, and place the picture in the partner's hand independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.